Made available in DSpace on 2014-08-20T14:33:15Z (GMT). No. of bitstreams: 1 Tese_Maria_Regina_Caetano_Costa.pdf: 1083090 bytes, checksum: 365cc671f85113b5efd95086e92e95f2 (MD5) Previous issue date: 2011-07-15 / The rural population has experienced changes in terms of occupation of its workforce and, mainly, in their conditions of income earning. These changes affect differently the diverse sectors of this population. Among the family farmers have been occurring an important process of rural areas abandonment, especially by the young, who search in the urban environment the accomplishment for their life projects. The youth, who identified in the agricultural activity a fertile field for their professional achievement, began to realize other activities unrelated to agriculture. The reproductive strategies of rural families eventually are adapted to the socioeconomic context in which they live. One can also observe that the likely crises and changes in rural areas affect the construction of the projects of the rural youth, then they start to reformulate the familiar or individual strategies, in distinct social and economic contexts. This study is characterized as a sequence of a research work that originated a dissertation defended at the Universidade Federal de Pelotas in 2006, whose target audience were high school students from the School Nosso Senhor do Bonfim, in the urban perimeter of Morro Redondo, RS, Brazil. Facing this scenery we intended, through a case study, to return to these these young people in order to investigate which are the professional strategies that have been adopted by the rural youth for the permanence or desertion of the area in the municipality of Morro Redondo city, RS. To evaluate the current information and the information obtained in the earlier period, we used qualitative and quantitative methodology combined, in order to cross the produced speeches. The interviews allowed us to conclude that the uncertainty of a fixed payment is manifested as an element that contributes to the youth to the abandon the familiar activity and the continuity of the formal education has shown itself as strategy to achieve their life projects, thus threatening the possibility of succession in family production units. / A população do meio rural vem experimentando mudanças em termos de ocupação da sua força de trabalho e, principalmente, nas suas condições de obtenção de renda. Estas mudanças afetam os diversos setores desta população de modo distinto. Entre os agricultores familiares tem ocorrido um importante processo de abandono do meio rural, principalmente pelos jovens, que buscam no meio urbano a realização para os seus projetos de vida. Os jovens, que identificavam na atividade agrícola um campo fértil para a sua realização profissional, passaram a perceber outras atividades desvinculadas da agricultura. As estratégias de reprodução das famílias rurais acabam sofrendo adaptações ao contexto socioeconômico em que vivem. Pode-se também observar que as prováveis crises e mudanças no meio rural afetam a construção dos projetos dos jovens rurais, então estes passam a reformular as estratégias familiares ou individuais, em contextos sociais e econômicos distintos. Este estudo caracteriza-se como uma sequência de um trabalho de pesquisa que originou uma dissertação de mestrado defendida junto a UFPel no ano de 2006, cujo público-alvo foram jovens estudantes de ensino médio da Escola Nosso Senhor do Bonfim, no perímetro urbano de Morro Redondo-RS. Perante este cenário, pretendeu-se através de um estudo de caso, retornar a estes jovens para investigar quais as estratégias profissionais quem vem sendo adotadas pela juventude rural para a permanência ou abandono do meio, no município de Morro Redondo. Para avaliar as informações atuais e as informações obtidas no período anterior fez-se o uso combinado de metodologia qualitativa e quantitativa, a fim de cruzar os discursos produzidos. As entrevistas permitem empreender que a incerteza de uma remuneração fixa se manifesta como um elemento que contribui para que a juventude abandone a atividade familiar, e a continuidade da educação formal vem apresentando-se como estratégia para a realização dos seus projetos de vida e, ameaçando assim, a possibilidade de sucessão nas unidades de produção familiares.

The thesis studies linking rural youth in the production of Cannabis sativa in the region of dry border of Paraguay and Brazil. In the 1980s, criminal organizations started to explore the production of the drug, taking advantage of the advantages agro-climatic regional actions and the lack of effective control. The region has become a major producer of drugs and began to incorporate rural youth in illicit activities. The objective of the research is to understand the reasons why rural youth link up the activities of production, processing and transportation of cannabis, highlighting the conditions and risks of illicit work. The research follows a qualitative approach and the survey was conducted at the Department of Amambay in the municipalities of Pedro Juan Caballero and Capitán Bado. The main technique of data collection was semi-structured interviews, conducted for ten young rural sixteen key informants and two-parent families. The interviews were complemented with free observation, the literature search and survey documents. Linking young people in the production of cannabis is associated with lack of profitable alternative licit agricultural production and qualification of young people working for other occupations that offer opportunities to build personal autonomy and a promising future. The lack of public policies for rural youth is exploited by criminal organizations to incorporate youth in impoverished rural production, processing and transportation of drugs. It is concluded that alternatives to the problem of rural youth involvement in the production of cannabis pass through the institutionalization of the reform, juvenile credit policy, education and vocational training for young people and for the legalization of cannabis growing. / A tese estuda a vinculação de jovens rurais na produção da Cannabis sativa na região de fronteira seca do Paraguai com o Brasil. Na década de 80, organizações criminais passaram a explorar a produção dessa droga, aproveitando-se das vantagens agroclimatológicas regionais e da falta de ações eficazes de controle. A região tornou-se importante produtora da droga e passou a incorporar jovens rurais nas atividades ilícitas. O objetivo da pesquisa é compreender as razões que levam os jovens rurais a se vincularem nas atividades de produção, processamento e transporte da cannabis, destacando as condições e os riscos do trabalho ilícito. A pesquisa segue uma abordagem qualitativa, e o levantamento dos dados foi realizado no Departamento de Amambay, nos municípios de Pedro Juan Caballero e Capitán Bado. A principal técnica de coleta de dados foi a entrevista semiestruturada, dirigida para dez jovens rurais, 16 informantes-chave e dois pais de família. As entrevistas foram complementadas com a observação livre, a pesquisa bibliográfica e o levantamento documental. A vinculação dos jovens na produção de cannabis está associada à falta de alternativa rentável na produção agrícola lícita e de qualificação dos jovens para outras ocupações laborais, que ofereçam possibilidades de construir a autonomia pessoal e um futuro promissor. A carência de políticas públicas para a juventude rural é aproveitada pelas organizações criminais para incorporar jovens rurais empobrecidos na produção, processamento e transporte da droga. Conclui-se que as alternativas para o problema do envolvimento de jovens rurais na produção de cannabis passam pela institucionalização de programas de reforma agrária, de políticas de crédito juvenil, de educação e qualificação profissional dos jovens e pela legalização do cultivo da cannabis.

Institute for Rural Development / MRDV

This study utilizes qualitative narrative inquiry methods to explore the cultural experiences in higher education of rural students from poor and working-class backgrounds. These explorations occurred through individually interviewing seven rural, poor and working-class student participants, conducting focus group interviews with all participants, and reading through journal entries written by each participant, all centered around their journeys to and through college. Drawing upon cumulative disadvantage theory and definitions of and theory around culture across psychology, sociology, and anthropology, this study engaged a cumulative disadvantage, culture-based framework – intertwining cultural flexibility, cultural integration, and cultural capital and wealth – to explicate the higher education experiences of students who held the dual and compounding identities of being both rural and poor or working-class. Through doing so, this study addresses: 1) how rural, poor and working-class students culturally experience – both uniquely and collectively – higher education; 2) how, if at all, rural, poor and working-class students transition into and navigate higher education institutional cultures; and 3) how, if at all, such cultural experiences, transitions, and navigations play a role in those students’ higher education attainment. This study’s findings included two components. First, a narrative was written about each student’s experience coming from their rural, poor and working-class family and community into and through higher education. These narratives offered unique stories about the students’ personal experiences in higher education, including their academic, co-curricular, social, and professional experiences. Second, paradigmatic analysis was conducted, highlighting shared themes across the narratives. Through explicating the narratives and themes through a cumulative disadvantage, culture-based framework, this study suggests that: 1) rural, poor and working-class students hold two disadvantaged identities and background factors of being both rural and poor or working-class, which are minoritized and marginalized by higher education institutions; 2) as students with these dual rural and poor and working-class identities and background factors experience, transition into, and navigate higher education, they traverse campus cultural contexts that feel different from and at odds with their rural, poor and working-class upbringings; 2) the cultural experiences for rural, poor and working-class students in college are complex, as these students engage in cultural flexibility and cultural integration, while also gaining cultural capital and utilizing cultural wealth; 3) such cultural processes can play a role in higher education attainment for rural, poor and working-class students, given that they utilize various cultural tools to find success in higher education all the way to completion of their degrees. This study concludes with implications for theory, research, and practice and policy. In particular, this study contributes to cumulative disadvantage and cultural theory, as well as future research ideas around how to study rural, poor and working-class students in higher education and the cultural experiences of other minoritized and marginalized student populations. Regarding practice and policy, I note the importance of higher education practitioners and policymakers recognizing and valuing rurality and social class, communicating higher education norms and processes to rural students from poor and working-class backgrounds, continuing outreach and support programs for rural, poor and working-class students, creating and fostering community for this population, and acknowledging the compounding and cumulative nature of rurality, social class, and additional social identities. Keywords: higher education, culture, cumulative disadvantage, rurality, social class, college attainment

Student Number: 0514015W - MA research report - School of Social Sciences - Faculty of Humanities / This study aimed to investigate land tenure problems experienced by the youth of the rural areas of Rwanda. The study targeted the young men and women who have experienced several land problems in terms of land access and ownership, in the district of Kamonyi. The youth’s land tenure problems, their nature, their causes and their effects on youth’s lives were collected and analysed. The study also aimed to analyse the National Land Policy document of 2004 by looking at three aspects namely the land redistribution, group settlement, and the participation of other different government departments, civil society and youth in particular in the policy process in order to see how it deals with land tenure problems facing the rural youth. In order to collect and analyse data, this study used a qualitative method. The use of this method was motivated by its quality of providing information that one can not get with a questionnaire. Moreover, the qualitative method enables to collect and analyse in-depth information on a smaller group of respondents and enables the researcher to participate in data collection. Documentary analysis, observation, in-depth interviews and the focus group discussion were the techniques used to gather data. The study population was made of 20 young people who have experienced the land problems and 10 key informants. The concept of participation, the human needs, and the resource scarcity and conflict theories framed this work. Participation means that all the beneficiaries of a project must be involved in the decision-making, implementation and control process of the programme. As the concept of participation highlights that, problems of poverty among people, specifically young people, are solved when they are involved in planning and implementation of projects that affect their lives, the same concept was used in the current study to investigate whether rural young people have been involved in the land reform process. Youth participation should be taken into account for achieving positive development. When youth are involved in decision-making, they experience social justice as full citizens and their problems are quickly solved. Participation should be achieved from below whereby all members of the community participate in the decision-making on the projects that affect their lives. In other words, developmental projects must take into account the needs and views of beneficiaries and the latter must be empowered in order to achieve effective results. Many development policies fail in Africa and in Rwanda due to the lack of involving beneficiaries or taking into account their views. In addition, the natural resources must be equally shared by all the citizens without any social inequality, in order to avoid intractable-conflicts. People’s basic needs should be met because where some basic needs such as water, land, education, healthcare, shelter are not given, conflicts arise. Where resources are not sufficient to fit with all people in need, the properties’ ownership should be collective rather than individual. The key findings of the study show that the ways of land access and ownership in Kamonyi are mainly, land acquisition through inheritance, through land purchase through land gifted, and through land allocation by the government. Youth experience mainly the problem of landlessness due to the family land scarcity, inequalities between the elites and the poor in terms of land ownership, the increasing number of heirs since women have been included among heirs, the problem of polygamy and the lack of a known father. Many households have no title-deeds, some male children and their fathers become reluctant to recognise women’s inheritance rights, conflicts around land boundaries between neighbours and conflicts between children and their parents due to the lack of inheritance become endless. The national Land Policy of 2004 that intends to solve all the above land tenure problems bears contradictions related to its aim of achieving equity and equality and productivity at the same time. While the policy intends to establish a land tenure system that guarantees tenure security for all Rwandans, it also states that not every Rwandan will possess a plot of land of his own. In addition, it states that former refugees, professionals pastoralists and farmers, and those who will be able to apply for land showing interest in land development will be given land through the redistribution programme, which means that those who are not able to make a consistent application for land or do not belong to former refugees families will not acquire land. In addition the policy process has not been participative at large; rather it has been limited in the hands of elites, rural dwellers especially youth have not been consulted while they are familiar with land related problems. The group settlement is a good alternative but it bears ambiguity because it is silent on the youth’s lives and on who is accountable to build houses in villages.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-04-19T13:54:17Z No. of bitstreams: 1 ANIBAL LOPES GUEDES_.pdf: 7165142 bytes, checksum: f2e4a153aaa730bcc908c5beec2a4848 (MD5) / Made available in DSpace on 2017-04-19T13:54:17Z (GMT). No. of bitstreams: 1 ANIBAL LOPES GUEDES_.pdf: 7165142 bytes, checksum: f2e4a153aaa730bcc908c5beec2a4848 (MD5) Previous issue date: 2017-02-20 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / PROEX - Programa de Excelência Acadêmica / O tema da tese se relaciona aos processos emancipatórios digitais de jovens do campo, no contexto de uma cultura híbrida, multimodal e ubíqua. Tem-se como foco compreender de que forma o componente curricular Informática Básica pode contribuir para a promoção da emancipação digital cidadã dos jovens do campo, quanto ao seu desenvolvimento pessoal e profissional. Os sujeitos da pesquisa são os estudantes do curso de História-ITERRA da Universidade Federal da Fronteira Sul - UFFS, Campus Erechim. A pesquisa tem uma abordagem qualitativa e quantitativa. Como metodologia para o seu desenvolvimento foi utilizado o método cartográfico de pesquisa intervenção proposto por Kastrup (2007), Passos, Kastrup e Escóssia (2009) e Passos, Kastrup e Tedesco (2014). Como resultados obtidos com esta pesquisa estão: o aprofundamento teórico sobre a realidade dos estudantes do curso de História-ITERRA da UFFS; o desenvolvimento do curso Culturas Híbridas, a partir da perspectiva da gamificação, considerando a cultura híbrida, multimodal e ubíqua; o desenho metodológico proposto para o curso Culturas Híbridas, o que resultou no desenvolvimento de Projetos de Aprendizagem Gamificados, na perspectiva do movimento Games for Change, possibilitando repensar o componente curricular de Informática Básica; o movimento gerado no desenvolvimento dos PAG instigou os participantes a identificar problemáticas no âmbito da GMF, na relação com processos educativos, bem como compreender de que forma as tecnologias poderiam contribuir nesse processo. Assim, foram desenvolvidos jogos analógicos e híbridos que contribuíram para ampliar os processos de emancipação digital cidadã dos sujeitos do campo. Além disso, os resultados apontam para a necessidade de ampliar a discussão sobre as matrizes curriculares, metodologias e práticas desenvolvidas nos cursos da UFFS. / The theme of the thesis is related to the digital emancipatory processes of rural youth in the context of a blended learning, multimodal and ubiquitous culture. The aim is to understand how the Basic Informatics curriculum component can contribute to the promotion of citizen digital emancipation of rural youth, as to their personal and professional development. The subjects of the research are the students of the History-ITERRA course of the Universidade Federal da Fronteira Sul - UFFS, Campus Erechim. The research has an qualitative and quantitative approach. As a methodology for its development was used the cartographic method of research intervention proposed by Kastrup (2007), Passos, Kastrup and Escóssia (2009) and Passos, Kastrup and Tedesco (2014). As results obtained with this research are: the theoretical deepening on the reality of the students of the course of History-ITERRA of the UFFS; the development of the Culturas Híbridas course, from the gamification perspective, considering the blended learning, multimodal and ubiquitous culture; the proposed methodological design for the Culturas Híbridas course, which resulted in the development of Projetos de Aprendizagem Gamificados from the Games for Change perspective, making it possible to rethink the curricular component of Basic Informatics; the movement generated in the development of the PAG instigated the participants to identify issues within the GMF in relation to educational processes as well as to understand how technologies could contribute to this process. Thus, analog and hybrid games were developed that contributed to broaden the processes of citizen digital emancipation of the subjects of the field. In addition, the results point to the need to broaden the discussion about the curricular matrices, methodologies and practices developed in the UFFS courses.

This dissertation explores the real world problem of rural youth out-migration and finds that the central problem is one of persistent class difference in this rural Oregon town. The research that informs this dissertation was conducted in a rural community of approximately 2300 residents in Eastern Oregon, here called Talltown. Data was collected through participant observation, photovoice (n = 8) and semi- structured interview (n = 63) among adolescents, emerging adults, and adults, specifically those working with local youth. The dissertation explores the ways in which Talltown youth encounter, internalize, and strategically enact dominant and counter norms of the local and larger fields. The primary finding of this dissertation is that as rural communities vie for position in the era of global neoliberalism, they discursively impose a similar competitive logic upon their youth, which reinforces the myth of meritocracy yet supports persistent class difference. Using the themes of "going somewhere" and "getting stuck," this dissertation aims to make visible, and thus challenge the hierarchical system with which class and other forms of socially constructed difference persist. / Graduation date: 2012

No description available.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper deals with research about the contributions of High School Rural Family House located in the city of Frederico Westphalen-RS, for the production and social reproduction of the municipality and region, the main actors of this research the young graduates of this institution, which is the main objective of this work. Is justified by the need to diagnose through its graduates unless the latter educator whose adopted teaching methodology is the Pedagogy of Alternation, meets or not your aim to provide an education with full and social, whose principles are grounded in the pursuit of recovery and maintenance activities that guarantee sustainable production and social reproduction replaced over time efficient tools for more economically. The choice of approach with the main actors the young graduates, as well as provided a challenge, a great stimulus to investigate the design, practice and outcomes of work-linked training, as it is believed that the Education Field and the Pedagogy of Alternation are important alternatives for the preservation and maintenance of rural peasant activities in Brazil, in this case particularly the study area. To better understand the reality involving the studied subjects, we chose to use is a qualitative research, understanding that the construction of this science is a social phenomenon. This study sought to answer very specific questions and worries about the level of reality that can not only be quantified, we sought to explore a universe of knowledge, meanings and experiences. / O presente trabalho trata da investigação a cerca das contribuições da Escola de Ensino Médio Casa Familiar Rural localizada no município de Frederico Westphalen-RS, para a produção e reprodução social do município e região, tendo como atores principais desta pesquisa os jovens egressos desta instituição, sendo este o principal objetivo deste trabalho. Justifica-se devido a necessidade de diagnosticar através de seus egressos se esta instituição educadora cuja metodologia de ensino adotada é a Pedagogia da Alternância, atende ou não o seu objetivo de proporcionar uma educação com formação integral e social, cujos princípios estão embasados na busca do resgate e manutenção de atividades sustentáveis que garantam a produção e reprodução social substituídas ao longo do tempo por instrumentos mais rentáveis economicamente. A opção pela abordagem tendo como atores principais os jovens egressos, proporcionou além de um desafio, um grande estímulo para investigar a concepção, a prática e os resultados da formação em alternância, pois acredita-se que a Educação do Campo e a Pedagogia da Alternância são importantes alternativas para a preservação e manutenção da atividade rural campesina no Brasil, neste caso em especial a região estudada. Para melhor compreender a realidade que envolve os sujeitos estudados, optou-se por utilizar-se de uma investigação qualitativa, por entender que a construção desta ciência é um fenômeno social. Este trabalho buscou responde a questões muito particulares e se preocupa com o nível de realidade que não pode ser apenas quantificado, buscou-se explorar um universo de conhecimentos, significações, e experiências.

Submitted by Ticiana Petean Pina null (prof.ticiana@gmail.com) on 2018-01-05T14:54:14Z No. of bitstreams: 1 TESE_TICIANA_Repositório.pdf: 4532862 bytes, checksum: 82c6a9b0b8aee82a1962b043bb29998c (MD5) / Approved for entry into archive by Cristina Alexandra de Godoy null (cristina@adm.feis.unesp.br) on 2018-01-05T15:48:10Z (GMT) No. of bitstreams: 1 pina_tp_dr_ilha.pdf: 4532862 bytes, checksum: 82c6a9b0b8aee82a1962b043bb29998c (MD5) / Made available in DSpace on 2018-01-05T15:48:10Z (GMT). No. of bitstreams: 1 pina_tp_dr_ilha.pdf: 4532862 bytes, checksum: 82c6a9b0b8aee82a1962b043bb29998c (MD5) Previous issue date: 2017-07-17 / Esta tese fundamentou-se em pesquisa com os jovens estudantes do curso Técnico em Agropecuária Integrado ao Ensino Médio na Modalidade Alternância da Escola Técnica Estadual (Etec) “Sebastiana Augusta de Morais”, de Andradina (SP), com o intuito de conhecer a vivência escolar do alternante, as relações com a família e a Escola, as perspectivas de futuro, buscando analisar se a Pedagogia da Alternância, como ferramenta pedagógica para a Educação do Campo, pode contribuir para a valorização do modo de vida rural e a profissão de agricultor familiar. Foram entrevistados os alunos do 2º e 3º ano, em duas etapas diferentes. Na primeira etapa utilizou-se de questionário semiestruturado com questões qualitativas e quantitativas, aplicado na forma de entrevista com todos os alunos, das referidas séries, que estavam presentes nos dias da pesquisa; na segunda etapa também realizada por meio de entrevistas, mas com outro questionário, aplicado somente aos alunos que residiam em assentamentos rurais. A pesquisa abrangeu também entrevistas com familiares de 11 jovens, no próprio lote, abordando questões pertinentes à vida familiar, à visão que tinham da Escola e do processo de sucessão do estabelecimento familiar e, por fim, foram ouvidos ainda três professores visitadores do referido Curso. Evidenciou-se que a Etec conseguiu conquistar os jovens de tal forma que todos gostavam de frequentar a escola e que a modalidade alternância foi importante referencial para os alunos filhos de assentados rurais, aproximando e reforçando a interação entre o jovem, a família e a Escola. Com a pedagogia da alternância, principalmente por meio do papel do professor visitador, ocorreu a valorização dos conhecimentos adquiridos na Instituição e aumentou a participação do jovem nas decisões familiares, assim como houve uma revalorização do modo de vida dos pais. Entretanto, a profissão de agricultor familiar não é diretamente almejada pelos jovens, denotando a necessidade de outras políticas públicas que tornem o gosto pela agropecuária e pelo modo de vida rural, uma opção que não signifique uma condição de vida economicamente precária para jovens e suas famílias. / This thesis was based on research with the young students of the Technical Course on Agropecuária Integrated to High School in the Modality Alternation of the State Technical School (Etec) "Sebastiana Augusta de Morais", of Andradina (SP), with the purpose of knowing the experience The relationship between the family and the school, the future perspectives, seeking to analyze whether the Alternation Pedagogy as a pedagogical tool for Field Education can contribute to the valorization of the rural way of life and the profession of farmer Family. In the first stage, a semi-structured questionnaire was used with qualitative and quantitative questions, applied in the form of an interview with all the students, of the referred series, that were present in the days of the research; In the second stage also conducted through interviews, but with another questionnaire, applied only to students who lived in rural settlements. The research also included interviews with relatives of 11 young people in the lot, addressing questions related to family life, their vision of the School and the process of succession of the family establishment, and finally, three visiting teachers of the said course . It was evidenced that Etec managed to win the youngsters in such a way that everyone liked to go to school and that the modality alternation was important referential for the children of rural settlers, bringing closer and reinforcing the interaction between the young person, the family and the School . With the pedagogy of alternation, mainly through the role of the visiting teacher, the knowledge acquired in the Institution increased and the participation of the young person increased in the family decisions, as well as a revalorization of the way of life of the parents. However, the profession of family farmer is not directly sought by young people, denoting the need for other public policies that make the taste for agriculture and the rural way of life an option that does not mean an economically precarious condition of life for young people and their families